Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa
Public University of Navarre
| Course code: 311409 | Subject title: LANGUAGE AND SCHOOL | ||||
| Credits: 6 | Type of subject: Basic | Year: 2 | Period: 2º S | ||
| Department: Ciencias Humanas y de la Educación | |||||
| Lecturers: | |||||
| BELLETICH RUIZ, OLGA GRIMANESA (Resp) [Mentoring ] | GARCIA DEL REAL MARCO, ISABEL [Mentoring ] | ||||
Module/Subject matter
Basic Training/Educational processes, exploration of the environment and motor autonomy.
Contents
Language as a socializing and regulating element of knowledge and behavior. Processes and theories of language learning in children. Phonetic, phonological, morphological, syntactic, semantic and pragmatic development. Language acquisition and main dysfunctions. Linguistic diversity at school. Linguistic models and the language curriculum in Navarra. European regulations on language teaching. Language proficiency assessments.
General proficiencies
Basic Proficiencies
BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.
BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.
General Proficiencies
GP1 - To be familiar with the objectives, curricular content and evaluation criteria of Early Childhood Education.
GP2 - To promote and facilitate learning in early childhood from a global perspective, integrating the different cognitive, emotional, psychomotor and volitional dimensions.
GP3 - To design and regulate learning spaces in contexts characterised by diversity which attend to the unique educational needs of children, gender equality, fairness and respect for human rights.
GP5 - To reflect in groups on the acceptance of rules and respect for others. To promote the autonomy and uniqueness of each child as factors involved in the education of emotions, feelings and values ¿in early childhood.
GP6 - To be familiar with the development of language in early childhood, to be able to identify possible dysfunctions and ensure correct development. Effectively address language learning situations in multicultural and multilingual contexts. Express themselves orally and in writing, and master the use of different techniques of expression.
GP8 - To be familiar with the fundamentals of child dietetics and hygiene. To be familiar with the fundamentals of early care and the bases and developments through which to understand the psychological, learning and personality development processes involved in early childhood.
GP9 - To be familiar with the organisation of early childhood education centres and the range of actions involved in their operation. Accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's life.
Transverse Proficiencies
TP2 - To demonstrate a level of competence in Spanish and, where appropriate, Basque equivalent to the C1 level of the Council of Europe of the Common European Framework of Reference for Languages.
Specific proficiencies
SP2 - To promote learning in early childhood from a global perspective, integrating cognitive, emotional, psychomotor and volitional dimensions.
SP3 - To design learning spaces in contexts characterised by diversity and in multicultural and multilingual environments which attend to the unique needs of children, gender equality, fairness and the development of human rights.
SP4 - To reflect on learning contexts and contexts of coexistence in education centres. To be able to observe systematically, acknowledge work well done, accept the rules and respect others.
SP5 - To reflect on classroom practices in order to promote innovation. To acquire habits and skills for autonomous and cooperative learning, and to be familiar with quality management models.
SP6 - To be familiar with the development of language in early childhood and identify possible dysfunctions. To acquire techniques which stimulate the development of language, to express themselves orally and in writing, and to master different techniques of expression.
SP8 - To be familiar with the fundamentals of early care, how basic psychological processes work and the keys to learning and personality development, and to apply the fundamentals of child dietetics and hygiene.
SP9 - To be familiar with the organisation of early childhood education centres and how they work in collaboration with the various sectors of the educational community and social environment.
Learning outcomes
- Optimum: acquisition of 100% of the competences and mastery in at least 75% of them.
- Medium: acquisition of the majority of the competences intended in the subject and mastery in those aspects that contribute to the specific competences of the degree.
- Deficient: insufficient acquisition of the aspects that contribute to the specific competences of the degree.
In this subject the learning outcomes (RA) are specified as follows:
LO2: Know and apply language stimulation techniques (CE2, CE6, CE8).
LO3: Develop activities to detect and / or encourage the development of language at the language levels (phonetic-phonological, morphosyntactic and semantic) (CE2, CE3, CE5, CE6).
LO4: Identify the linguistic-pedagogical foundations of learning and communication (CE3).
LO5: Classify the different linguistic models of pre-primary schools and nursery schools in Navarra (CE9).
LO6: Generate teaching proposals to teach and evaluate in plurilingual school contexts (CE3).
Methodology
Teaching methods
| Code | Description |
| TM1 | Lecture with full attendance |
| TM2 | Interaction in large group |
| TM3 | Interaction in medium-sized group |
| TM4 | Interaction in small group |
| TM5 | Individualised interaction: tasks and guidelines for autonomous study |
Learning activities
| Code | Description | Hours | Attendance |
| LA1 | Theory classes (foundation, examples, proven applications and developments) | 45 | 100 |
| LA2 | Practical classes or, in the event, practical experience (in the field) | 15 | 100 |
| LA3 | Preparation of papers and oral defence | 30 | 10 |
| LA4 | Self-study | 50 | 0 |
| LA5 | Tutorials | 5 | 100 |
| LA6 | Oral or written exams | 5 | 100 |
Evaluation
| Learning outcomes | Assessment activities (*) | Weight (%) (*) | It allows test resit | Minimum required grade |
| LO1, LO2, LO4, LO5 | ES4. Exams: One exam at the end of Block I and another at the end of Block II. | 40% | Yes | At least 5 out of 10 in the exam of each block. |
| LO1, LO2, LO4, LO5 | ES2. Theoretical Works (individual or group). | 20% | No | - |
| LO3, LO26 | SE.3. Practical work (individual or group | 40% | Yes | - |
| 100% | 80% | - |
(*) The subject has two interrelated blocks: Linguistics and Pedagogy. The evaluation activities are referred to both blocks. In each evaluation system (ES), the two blocks contribute equitably.
Agenda
Part I: Linguistics
Unit 1: Language as a tool of socialization and regulation of knowledge and behavior
Unit 2: Processes and theories on language learning by children
Unit 3: The evolution of language. Development and main dysfunctions
Unit 4: Phonetic-phonological, lexical-semantic, morphosyntactic and pragmatic development
Part II Pedagogy
Unit 1: European regulations on language teaching and the curriculum of languages in the Foral Community of Navarra
Unit 2: Linguistic diversity in the School: models and social context
Unit 3: The case of languages in Early Childhood Education in Navarra; Multilingualism as a framework for the teaching of languages at school
Unit 4: Assessments of linguistic competence
Bibliography
Access the bibliography that your professor has requested from the Library.
PART I: LINGUISTICS
1. Basic bibliography
Alemán Gómez, N., Ardanaz Aicua, J., Echeverría Goñi, A., Poyo Jimeno, D. y Yoldi García, S. (2011) ECOL. Evaluación de la comunicación y del lenguaje (ECOL). Servicio de publicaciones del CREENA
Fernández Martín, F. (2013) Escuchemos el lenguaje del niño: normalidad vs. signos de alerta. Revista Pediatría Antención Primaria Supl. (22), 117-126
Gobierno Vasco (s.f.) Estimulación del lenguaje oral en Educación Infantil. Recuperado de: https://www.euskadi.eus/contenidos/documentacion/inn_doc_esc_inclusiva/es_def/adjuntos/especiales/110002c_Doc_EJ_estimulacion_leng_oral_inf_c.pdf
Owens, R. E. (2008). Language development: An introduction. Boston: Pearson/Allyn and Bacon.
Hoff, E. (2005) Language development. Belmont, CA: Wadsworth/Thomson Learning.
2. Complementary bibliography
Ambridge, B. & E. Lieven (2011), Child Language Acquisition. Contrasting Theoretical Approaches. Cambridge: Cambridge University Press.
Crain, S. & D. Lillo-Martin (1999), An Introduction to Linguistic Theory and Language Acquisition. Massachussets: Blackwell.
Fromkin, V., Rodman, R., Hyams, N., & Fromkin, V. (2010). Introduction to Language International Edition, An. Florence, KY: Cengage Learning.
Guasti, M.T. (2002), Language Acquisition. The Growth of Grammar. Cambridge MA-London: The MIT Press.
Hoff, E., & Shatz, M. (2007). Blackwell handbook of language development. Malden, Mass.: Blackwell Pub.
Karmiloff, K. & A. Karmiloff-Smith (2001), Pathways to Language. From Fetus to Adolescent. Cambridge (MA): Harvard U.P.
Locke, John L. (1995), The Child's Path to Spoken Language. London: Harvard University Press.
Serra, M.; E. Serrat, R. Solé, A. Bel & M. Aparici (2000) La adquisición del lenguaje. Barcelona: Ariel.
Snyder, W. (2007). Child Language. The parametric Approach. New York: Oxford University Press.
Tomasello, M. & Bathes, E. (eds.). (2001). Language development. The essential readings. Massachusetts: Blackwell Publishers Ltd.
Vega, M. y F. Cuetos (1999), Psicolingüística del español. Madrid: Trotta.
PART II: PEDAGOGY
1. Basic bibliography
Abdelilah-Bauer, B. (2007). El desafío del bilingüismo. Crecer y vivir hablando varios idiomas. Madrid: Morata
Esteve, O. (2004). Nuevas perspectivas en la formación de profesorado de lenguas: hacia el «aprendizaje reflexivo» o «aprender a través de la práctica»
http://cvc.cervantes.es/ensenanza/biblioteca_ele/publicaciones_centros/PDF/bremen_2004/02_esteve.pdf [última consulta. 25-09-2014]
Cenoz, J. (Ed.) (2008). Teaching through basque. Achievements and challenges. Clevedon, England: Multilingual Matters LTD
Cummins, L. (2000). Lenguaje, Poder y Pedagogía: niños y niñas bilingües entre dos fuegos. Madrid: Morata.
Huete Garcia, C. y Vicente Morales, V. (2003). Enseñanza-Aprendizaje de las Lenguas Extranjeras en Edades Tempranas. Consejería de Educación y Cultura de la Región de Murcia.
https://www.carm.es/web/pagina?IDCONTENIDO=43&IDTIPO=246&RASTRO=c943$m4331,4330 [última consulta: 3-07-2015]
Ministerio de Educación, Cultura y Deporte (2002). Marco común de referencias para las lenguas: aprendizaje, enseñanza, evaluación. Madrid: MECD-ANAYA.
Montanari, E. (2007). Crecer en una familia bilingüe. La educación plurilingüe en casa y en la escuela. Barcelona: Ceac
Materiales legales
GOBIERNO DE NAVARRA (2007). Decreto Foral 23/2007, de 19 de marzo, por el que se establece el currículo de las enseñanzas del segundo ciclo de la Educación Infantil en la Comunidad Foral de Navarra. BON, nº 51
2. Complementary bibliography
Cummins, J. (2000). Languaje, Power and Pedagogy: Bilingual Chlidren in thwe Crossfire. Clevedon, England: Multilingual Matters LTD
Red Española de Información sobre Educación http://www.mecd.gob.es/redie-eurydice/
Dolz, J. & Idiazabal, I. (eds.) (2013) Enseñar (lenguas) en contextos plurilingües. Bilbao: Servicio editorial de la Universidad del País Vasco /Euskal Herriko Unibertsitatea. ISBN: 978-84-9860-838-0.
Martín Rojo, L. et. al. (2003). ¿Asimilar o integrar? Dilemas ante el multilingüismo en las aulas. Madrid: CIDE.
Ozaeta, A.; Perez Lizarralde, K.; Rodriguez, L.; Lasa, E. (2010). Nola irakatsi ahozko komunikazioa eskolan? Bi esperientzia praktika gogoetatsuan oinarrituta. Eskola Hiztun Bila Jardunaldiak. Tolosa.
Ria, L. (2015). Former les enseignants au XXIe siècle . Paris: de Boeck
https://www.google.es/?gws_rd=ssl#q=chaire+unesco+former+les+enseignants+au+xxi%C3%A8me+si%C3%A8cle[última consulta: 3-07-2015]
Robledo, M.A.; Martín, I.; Hernández, T. (2011). Inmersión temprana en lengua extranjera. Madrid: MINECD.
Sainz Osinaga, M; Ozaeta, A eta Garro, E (koord.) (2010). Ahozko hizkuntza lantzen. Haur Hezkuntzan hasi eta unibertsitateraino, HIK HASI 25. Monografikoa
Sainz Osinaga, M (koord.) (2011). Nola artikulatu jakintza-arloa eta hizkuntza? Zenbait lanabes eskolan erabiltzeko. Andoain: Euskararen Gizarte Erakundeen Kontseilua.
Normative Texts
MEC (2006). LOE: Ley Orgánica 2/2006, de 3 de mayo, de Educación. Madrid: MEC.
MEC (2020). LOMLOE: Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Madrid: MEC.
GOBNA: Decreto Foral (de Navarra, provincia que funciona bajo un régimen especial de derecho denominado Ley de Fueros). Decreto Foral 61/2022, de 1 de junio, por el que se establece el currículo para la enseñanza en la etapa de Educación Infantil, en la Comunidad Foral de Navarra. http://www.lexnavarra.navarra.es/detalle.asp?r=54862
GOBNA: Ordenanza Foral 93/2008 por la que se regula la Atención a la Diversidad en los centros educativos de Educación Infantil, Educación Primaria y Educación Secundaria de la Comunidad Autónoma de Navarra.
GOBNA: Orden Foral 47/2009: Evaluación del alumnado de segundo ciclo de la Educación Infantil.
Location
Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.